In this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction an...

Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation

Massive open online courses (MOOCs) are among the latest e-learning initiative that have gained a wide popularity among many universities. Student dropout in MOOCs is a major concern in the higher education and policy-making communities. Most student dropout is caused by factors outside the institution’s control. In this study, a multiple-criteria decision-making method was used to identify the core factors and possible causal relationships responsible for the high dropout rate in MOOCs. Twelve factors, distributed across four dimensions, related to students’ dropout from online courses were identified from the literature. Then, a total of 17 experienced instructors in MOOCs from different higher education institutions were invited to assess the level of influence of these factors on each other. The results identified six core factors that directly influenced student dropout in MOOCs, these were: academic skills and abilities, prior experience, course design, feedback, social presence, and social support. Other factors such as interaction, course difficulty and time, commitment, motivation, and family/work circumstances were found to play a secondary role in relation to student dropout in MOOCs. The causal relationships between the primary and secondary factors were mapped and described. Outcomes from this study can offer the necessary insights for educators and decision makers to understand the cause–effect relationships between the factors influencing MOOC student dropout, thus providing relevant interventions in order to reduce the high dropout rate.

Factors affecting student dropout in MOOCs: a cause and effect decision‐making model

This article explores whether a learning community can affect students' learning achievement and engagement. Besides, this study also analyzed whether degree centralities of peer interaction affect learning achievement and learning engagement based on social network analysis. While the experimental group combined the English learning system with the online learning community, the control group was simply using the English learning system. The results indicated that the students' engagement from the online learning community were higher than the ones who used the English learning system only, although the learning achievement is not significant difference between these two groups. Moreover, higher interaction learners from the online learning community revealed better performance in learning achievement and student engagement. Other than that, the learners who played the “Center” emerged with a higher learning achievement as well as the students' engagement than the “Periphery” ones. The research provides suggestions for online learning with learning communications as well.

Effect of Peer Interaction among Online Learning Community on Learning Engagement and Achievement.

This quantitative non-experimental correlational study examined the associations among the predictor variables of first year, first semester nontraditional online learners’ self-regulation, self-di...

Persistence Model of Non-traditional Online Learners: Self-Efficacy, Self-Regulation, and Self-Direction

The purpose of the study was to examine the impacts of course activities on student perceptions of engagement and learning in online courses Using eight interactive course activities as indicators

Impacts of course activities on student perceptions of engagement and learning online

Background: Interprofessional Education (IPE), provides an integrative and rewarding learning platform for different healthcare professions to engage with each other in a cooperative basis to ultimately improve healthcare services for patients. Throughout the years, IPE has established itself as an indispensible tool in cultivating the necessary skills, mindset, and understanding to enhance interprofessional collaboration among healthcare providers. That being said, as with many other educational approaches, the success of IPE hinges on the readiness of healthcare professions students to learn and apply the concept; and yet, despite having been readily explored in numerous Western institutions, such readiness among healthcare students in Asian universities remains largely unknown. Methods: We measured attitudes related to interprofessional education  & collaboration using a questionnaire called Readiness for Interprofessional Learning Scale (RIPLS). A total of 158 students from three faculties of health sciences at Asia Metropolitan University participated in this study.  Cumulative result, as well as results from individual faculties were analyzed using Descriptive and non-parametric statistics. Results: Medical students overall, reported a higher rating for the perceived benefits of working together to solve patient problems compared to other students from other health sciences faculties. They are more receptive to working with other students from different healthcare professions in small-team projects and also seem to value the importance of mutual learning when dealing with patients’ problems. On the other hand, nursing students were more uncertain of how they will fit into a cross-disciplinary team in a professional capacity and felt the need to acquire much more knowledge and skills when compared to students from other health sciences faculties. The total RIPLS score among all three faculties of health sciences at Asia Metropolitan University was in the high range. Conclusion: Students from three faculties of health sciences offered at Asia Metropolitan University namely Faculty of Medicine, Faculty of Healthcare Management, and Faculty of Nursing, were deemed IPE ready. Recommendations: The university needs to consider how to integrate IPE into the curricula, define learning outcomes and/ or competencies, develop and utilize the 4-dimensional curriculum development blueprint in line with health professional accreditation standards to promote collaboration and competence among all students ,whereby upon graduation, they as healthcare professionals, will in turn, optimize health services, strengthen health systems, and improve health outcomes.
Keywords: four dimensional curriculum;inter-professionaleducation; inter-professional learning; medical education;

/pdf/readiness-for-inter-professional-education-at-health-2ym3165ax3.pdf

Readiness for inter-professional education at Health sciences: A study of educational technology prespectives

Background:Interprofessional Education (IPE), is the engagement of two or more healthcare professions in an integrated learning environment to foster collaboration and improve healthcare services.In IPE, initiatives are taken where technology is a crucial part of the learning process.Current technology practices in IPE comprise eLearning modules on collaborative practice skills and many others.This study aims to determine the readiness for interprofessionaleducation ofthe health sciences students.Methods: A questionnaire called Readiness for Interprofessional Learning Scale (RIPLS) was used to assess attitudes related to interprofessional collaboration & education. Descriptive and non-parametric statistics were used to analyze the results in aggregate, as well as by each faculty. Results:Medicalstudents gave a higher rating in terms ofthe perceived benefits of working together to solve patient problems compared to other faculties. Also, they were more open to working in small-group projects with other healthcare students and value the importance of shared learning to clarify the nature of patients’ problems. But compared to others, the Nursing students wereunsure of what their professional role will be and wanted to acquire more knowledge and skills than other healthcare students. The total RIPLS score amongstall  was in the  high range.Conclusion:Thus, students were deemed ready for IPE.Recommendations:The University need to consider how to implement IPE within their curricula,define learning outcomes and/ or competencies,develop and utilize the 4Dimensional curriculum development framework in line with the health professional accreditation standards in order to promote collaboration and competence amongst  all  students ,whereby upon graduation, they as healthcare professionals, in turn will optimize health services, strengthen health system and improve healthoutcomes. 
Keywords: four dimensional curriculum;inter-professionaleducation; inter-professional learning; medical education

Readiness for inter-professional education at health sciences: A study of educational technology perspectives

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Readiness for inter-professional education at Health sciences: A study of educational technology prespectives

Readiness for inter-professional education at health sciences: A study of educational technology perspectives